Total physical response (TPR)

Acquisition of English as a second language among dyslexic primary school children

Abstract

This paper aims at the effective utilization of TPR approaches in teaching English as a second language among children with dyslexia. This stress free simple teaching strategy is developed by James Asher. It emphasizes at bringing the dyslexics to the main stream of learning process. As T.P.R consists of different easy and fun activities it helps the student to understand the target language very effectively. It raises the pace and mood of the student. This method is very beneficial for kinaesthetic learners who need to be energetic in class. It involves the left and right brained learning. This approach is considered to be a fruitful method to help language learners to recall, accumulate, use and regain words in long term memory. To obtain a clear understanding on the efficacious of TPR teaching method among dyslexic students, a survey is conducted among teachers who teach dyslexic students. The questionnaire includes 10 questions.  While analysing the survey, the responses from the teachers indicates that the students respond to the imperative drills and other activities very actively. So adopting TPR as a teaching strategy helps the children with dyslexia to learn English more effectively in a stress free environment.